scholarly journals Situated Globalization and Racism: An Analysis of Korean High School EFL Textbooks

2011 ◽  
Vol 11 (1) ◽  
Author(s):  
Incho Lee
Keyword(s):  
High School ◽  
Content Analysis ◽  
Foreign Language ◽  
South Korea ◽  
The West ◽  
High School English ◽  
South Korean ◽  
Critical Awareness

This study examines the content of South Korean high school English as a Foreign Language (EFL) textbooks to investigate the ways in which globalization is reflected in the textbooks. A content analysis reveals that the textbooks promote Westerners and their cultures in positive terms while non-Westerners and their cultures are consistently marginalized. The complex interpretations of the division of the West and non-West are suggested, particularly with respect to power, privilege, and unique manifestations of situated globalization in South Korea. The author calls for critical awareness to promote English as a tool for intercultural understandings.

scholarly journals Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach

2018 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Kyung Kim ◽  
Tae-Il Pae
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Equation Modeling ◽  
Social Psychological ◽  
School Students ◽  
South Korean

The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.

English Pragmatics in Ecuador

2017 ◽  
Vol 7 (9) ◽  
pp. 723
Author(s):  
Gerardo E. Heras Urgilés ◽  
Jean-Paul Jara Villacreces
Keyword(s):  
High School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Teachers ◽  
Language Learner ◽  
Public High School ◽  
Research Project ◽  
High School English ◽  
English Teaching ◽  
English Curriculum

Research has revealed that developing the pragmatic ability is a key element for any second or foreign language learner. The present paper aims to shed some light on the issue of pragmatics as part of English teaching and learning in the context of Ecuador. This paper is part of a research project that will involve public high school English teachers of Cuenca, Ecuador. After extensive research, it has been found that even though pragmatics is now part of the new English curriculum in this country, research in this field of linguistics is almost nonexistent.

scholarly journals Exploring new territories in pedagogical stylistics: An investigation of high-school EFL students’ assessments

2017 ◽  
Vol 26 (4) ◽  
pp. 300-322 ◽  
Author(s):  
Vander Viana ◽  
Sonia Zyngier
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Learning ◽  
Evidence Based ◽  
Learning Materials ◽  
High School English ◽  
Instrumental Approach ◽  
Language And Literature ◽  
Efl Students ◽  
Literary Awareness

The growing number of recent publications on pedagogical stylistics indicates that this area is still of much interest to those who invest in the integration of language and literature. However, evidence-based assessments of pedagogical stylistics are still few and depend mostly on teachers’ intuitions. The present study contributes towards filling this gap by examining 28 reflective accounts produced by high-school English as a foreign language (EFL) teenagers who participated in a literary awareness workshop on iconicity. Branching out from pedagogical stylistics, literary awareness is here described as a program which aims at sensitizing students to verbal artistry. The bottom-up analysis of the participants’ accounts reveals five main aspects – “applicability,” “learning,” “materials,” “students” and “teaching” – and indicates that the workshop was to a certain degree transformative. Instead of an instrumental approach to language learning, the workshop aimed mostly at consciousness-raising. Students’ assessment of the workshop was quite positive, and they linked in-class experience with their lives outside the school. The results indicate that, besides learning a foreign language, the process of reflection has led students beyond the text. We conclude by discussing the implications of the workshop for both pedagogy and research.

scholarly journals STUDENTS’ PERCEPTION TOWARDS THE USE OF CODE-SWITCHING USE IN EFL CLASSROOM

2019 ◽  
Vol 2 (3) ◽  
pp. 371
Author(s):  
Bagus Maulana Hakim ◽  
Filly Arflida ◽  
Intan Satriani
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Language Change ◽  
Education Institution ◽  
Code Switching ◽  
Listening Skills ◽  
High School English ◽  
Interview Session ◽  
School Senior

As a foreign language in Indonesia, English is still difficult subject for majority of the Indonesian students, even though it has been taught in junior high school, senior high school, English course, and another education institution. Therefore, many English learning-teaching activities in Indonesia use code-switching. Code-switching is language change (switch) in communication, from one language to another, code-switching here means Indonesian to English or English to Indonesian. This research examined the students’ perception towards code-switching use in English Foreign Language (EFL) classroom. This research applied survey research method, and the instruments were consisted of questionnaire and interview session. Thirty students were involved in filling questionnaire and nine students were involved in both questionnaire and interview. The result showed that (1) majority of students agree on code-switching use in learning teaching activity (2) they perceive code-switching helps them in improving their listening skills (3) they give more respect to teachers who use code-switching when they teach (4) they consider code-switching use increases their chance in passing examination and (5) they feel more comfort and more confident when they study English.

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